The operations for achieving skill in motor performance are perceiving, patterning, adapting, refining, varying, improvising, and composing. These operations are readily observable in physical education classes. An observation record containing the seven catagories was used to classify teacher feedback to students. The teachers observed were junior high school and middle school physical educators. The results of the study indicated that teachers responded to a variety of processes. They most often viewed their students as patterning or refining movements. But, perceiving and adapting were also regularly recorded. The processes of varying, improvising, and composing were not used at all. The study yielded two major implications. First, it indicated that teachers view students as going through processes. This makes it possible to consciously plan activities by writing objectives in terms of the various operations. Once the objectives have been specified, the situations can be presented to students in process terms. The teacher can then direct verbal responses to facilitate achievement of the objectives for motor performance. This maximizes learning probability and contributes to student progress toward achieving curricular goals. (DMT)